RT Journal Article
SR Electronic
T1 Self-Authorship in Pharmacy Education
JF American Journal of Pharmaceutical Education
JO Am J Pharm Educ
FD American Association of Colleges of Pharmacy
SP 69
DO 10.5688/ajpe77469
VO 77
IS 4
A1 Johnson, Jessica L.
YR 2013
UL http://www.ajpe.org/content/77/4/69.abstract
AB The theory of self-authorship describes the developmental process students undergo in the transition away from dependence on authority figures for learning and identity. Self-authored individuals are also capable of self-directed learning, critical thinking, complex problem-solving, mature decision-making, and the development of collaborative relationships with diverse others. According to this theory, an individual’s transformation to self-authorship is not instantaneous but occurs over time, and that college experiences can be designed to promote development of self-authorship. The Accreditation Council for Pharmacy Education (ACPE) encourages the use of innovative instructional methods that “enable students to transition from dependent to active, self-directed, lifelong learners.”1 The developmental theory of self-authorship is a theory of cognitive and affective growth that could help pharmacy educators better examine and define the role of academia in the holistic professional development of pharmacy students. The Learning Partnerships Model, which is based on the theory of self-authorship, describes a student-centered approach to pharmacy education that promotes self-authorship.